“Units of length” - Units of the metric system of measures. Units of length. Perimeter of a square. If a segment is divided into several parts, then its length is equal to the sum. Perimeter of a rectangle. Find the side of the square. 1 km. In Rus' they used the unit “field”. Compare the length of the measured segment with a segment of unit length. 1 verst = 500 fathoms.

"Meter" - Decimeter. Fill out the table: Centimeter. Express in decimeters: Ancient units of measurement: What can be measured with a meter? Express in meters: Meter. Practical work. Math lesson in 2nd grade on the topic “Meter”.

“Ancient Russian measures of length” - Man. Units. Measure of length. Finger. Oblique fathom. Span. Seven spans in the forehead. Foot. Step. Elbow. Verst. Kingdom. Fathom. Pointer. It sits like it's swallowed. Human stride length. Modern measures. Ancient Russian measures of length in folk proverbs and sayings. Arshin. Length.

“Millimeter” - The unit of measurement for length is millimeter. Physical education minute. The unit of measurement for length is MILLIMETER. Designing boxes for small items. Engineer. Ruler.

"Length" - Mathematics. Boa. Length. Which cards are upside down? Find the entry you need. Decide for yourself. Task. What numbers are hidden in the windows? Centimeter. Quantities. Property. Which box to choose for a pencil. Vova's task.

“Russian measures of length” - The question is asked at what time the dog will catch up with the hare. Vershok. Elbow - the distance from the end of the fingers to the elbow joint. 1 cubit is approximately equal to 46 cm. Span. Peer review. Arshin. Antique tasks. 1 arshin is approximately equal to 71 cm. The swing fathom - arm span - is approximately 2.5 arshins. A span approximately equal to 18 cm was a quarter of an arshin.

Lesson form: game

• introduce the use of a centimeter to measure lengths, practice measurement;
• introduce ancient measures of length;
• develop attention, spatial orientation, imagination;
• cultivate hard work and kind attitude towards each other.

Equipment: handouts, measuring tape, thread (1.5 m), drawn “big” palm, presentation, cartoon.

Invented by someone and wisely
When meeting, say hello:
- Good morning!
- Good morning! - the sun and the birds.
- Good morning! - smiling faces.
And everyone becomes kind, trusting...
Good morning lasts until evening.

And I also tell you: hello, good morning, guys!

2. Organizational moment. Check readiness for the lesson.

Come on, check it out, my friend.
Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Pen, book and notebook?
Is everyone sitting correctly?
Is everyone watching carefully?

Today we have an unusual math lesson. And we'll start it with a game. Be careful. If you agree, answer in unison - “yes”, if you do not agree - “no”.

Do we understand each other?
In chorus: Yes, yes, yes!
- Do we always think well?
In chorus: Yes, yes, yes!
- Do we solve problems?
In chorus: Yes, yes, yes!
- Do we fall asleep in class?
Choir?
Games, jokes, everything for you!
We wish everyone good luck -
Good luck to work.

Guys, look at me carefully. Today I am not just a teacher, guess by my clothes who I am by profession. (Seamstress, tailor).

Who is a tailor? (A tailor is a person who makes clothes.)

Right. Today I am a tailor and I invite you to my workshop .

3. Oral counting.

3.1. “Ladder”

You can get to the workshop via a flight of stairs. Slide 3

You must guess which numbers are missing and name them (0, 10). Why?

Well done! So, now you are my full-fledged assistants.

3.2.Riddles.

What tools does a tailor work with? Let's solve the riddles.

1. I'm a one-eared old woman.
   I'm jumping on the canvas
   And a long thread from the ear,
   Like a cobweb I pull (a needle).
2. I'll run it through the paper:
   The flags will light up on the sheet
   I want it, and, as if in a fairy tale,
   The kids will be carried along by the sled
   What am I holding in my hands now?
   On paper, what I use (pencil).
3. Two brothers

One heart (scissors). Slide 4

All these tools are needed in the workshop.

3.2. Attention task.

The tailor still has to be attentive, and I offer you a task to pay attention to. Slide 5

Look carefully at the slide, and in two minutes I will remove the picture, and you will have to lay out this image from the sticks on the table. Slide 6

Check how attentive you are. Raise your hand if you did everything correctly. Well done! Slide 7

What geometric shapes does this image consist of?

Well done, you turned out to be very attentive helpers.

4. Introduction to the topic.

4.1. Measuring desks with yardsticks.

A tailor also needs to be able to count well. You have files on your desk containing strips (of different lengths). You need to use them to measure the desks. The first row will be measured with red stripes, and the second row with blue stripes. You will work in pairs. And our motto will be words.

Slide 8“You can’t overcome even a bump alone”

What length did the first row get, what length did the second row get (the results were different).

4.2. View a fragment of a cartoon.

What is it, are our desks different? Guys, the cartoon character faced the same problem.

Slide 9 Viewing a fragment of the cartoon “38 Parrots”

Why did the length of the boa constrictor turn out to be different? (measured with different objects)

What solution can you suggest? (the stripes must be the same...)

Physical education minute.

Two snaps of your fingers above your head.

If you like it, then do this:

Two claps behind the knees.

If you like it, then do this:

Two foot stomps.

If you like it, then do this:

Show class (thumbs up)

If you like it, then do it, then show it to others.

If you like it, then do it this way, then do everything (repeat all movements).

In order to measure, people came up with common units of measurement (Dm, cm, km, m, mm.) . And today we will introduce you to such a unit of measurement as CENTIMETER. Slide 10

Even in fairy tales we come across these ancient names. Slide 11

4.3. Historical information with practical activities of students.

But such measurements did not always exist. Even in fairy tales we come across these ancient names. In ancient times, people used measuring instruments that they always had with them to measure lengths. One of the most common units of length is the ELBOW. Slide 12

The merchants used their elbows to measure the fabrics they were selling, wrapping them around their hands. And as a tailor, I often had to deal with such a unit of measurement. Using my elbow, I can measure the length of fabric or thread (The master teacher measures the thread, then asks the student to measure).

What did you notice? (results varied)

Along with the elbow, another measure of length, SPAND, was common. Slide 13

There was even such an expression as “seven spans in the forehead” (The teacher-master shows the measure of length on the forehead and offers to show it to the children).

What kind of person do you think can be said to have “seven spans in his forehead” (as they said about an intelligent person).

And there were also other measures of length: SAZHEN, OBLIQUE SAZHEN.

There was an expression: “A slanting fathom in the shoulders.” What kind of person could they say that about? (strong)

There were also such measures of length as VERSTA, ARSHIN, VERSHOK (“Two inches from the pot” (very small)), STEP. Slide 15

There is also such a measure of length as the PALM. I need two assistants. I suggest you measure the board (first one student measures the board with his palm, and the other with a special glove (large)).

What did you notice? (results vary)

We again ended up with different lengths.

Is it convenient to use old length measures? (No, they get different results, since a person has an individual body structure)

We have once again seen that it is convenient to measure with the same value, such as a centimeter. This word is usually denoted by two letters SM. Slide 16

5. Studying a new topic.

The topic of our lesson: Measuring the lengths of a segment. Centimeter. Today in class we will learn how to measure objects. Slide 17

5.1. Introduction of the concept of “centimeter”.

The tailor has a tape, it's called a measuring tape.

What is it for? (to measure).

And you helpers, what can you measure with (with rulers, with its help you can draw segments and measure their length). Slide 18

What is depicted on it (dashes, numbers).

These are short segments. The distance from one mark to the next is called a centimeter. How many centimeters are there - 10cm? To measure the length of any objects, you need to attach a ruler like this: one end coincides with the 0 mark on the ruler, and the other where the object ends. Look at the drawing and say how many centimeters the pencil is (10). Slide 19

6. Consolidation of the material covered.

6.1. Tape measurement.

Now I suggest you work with a ruler in your notebook.

Remove the yellow tape from the file. You need to measure a part from the tape, 9 centimeters long. And our motto will be the words “Mind is ahead of action.” Slide 20

How should you measure:

1.Take a ruler.

2. Place the ruler so that mark 0 coincides with the beginning of the tape.

3.And where mark 9 is, draw a cutting line.

And I pick up scissors and will prepare material for the workshop. (The teacher-master collects the remains of the tape)

Let's get to work (after explanation). After all, there is no boredom in our workshop if our hands are busy. Slide 21

Compare the tapes to see if they are all the same (Yes).

Well done, they removed everything unnecessary into files.

6.2. Measuring the material at hand.

And now guys, let's remember what items we called for the tailor's workshop.

I suggest you measure the length of these objects and write them down (individual pieces of paper for each student). Slide 22

(The teacher-master lays out the word HURRAY from 9-centimeter segments on the board!).

Now let's check it out. Slide 23

Look at the slide, if the answer matches, clap below your chest level, if the second answer matches, clap above your face level, if the third answer matches, clap above your head - And so a fireworks sounded in honor of your correct answers.

And in honor of my assistants, as a master, I say “hurray!”

So guys, I suggest you finish your sentences. Slide 24

8. Independent work.

And so, my assistants, you have learned to measure well and now you can cope with more serious work, but before that, let’s prepare our hands.

Physical education minute.

You need to measure the tapes lying on your table.

Now let's measure our stripes

Let's check.

Well done!

9. Reflection.

Guys, look at the board, it's me (smiling face). Why am I smiling?

And now I suggest you show your mood

• If you liked it and everything worked out for you, and you understood everything, take the “smiling mouth”
• If you didn’t like it and everything didn’t work out for you, take the “unsmiling mouth” (with the corners of the lips lowered)

Everyone in our workshop is friends
You couldn't find a more friendly person
We are one family in the workshop
Everyone should know us.

I can see from your faces that you liked it, and if something didn’t work out for you, you will succeed in the next lesson. Because: Slide 25

Math lesson notes 1st grade

primary school teacher of the MBOU “Kezskaya Secondary School No. 1” Nadezhda Anatolyevna Glavatskikh.

Educational and educational complex "Prospective Primary School"

Subject: Measuring the length of a segment. Centimeter.

Lesson type: lesson - workshop Target: to develop in students the ability to use a ruler: draw segments of a given length and measure the length of an object using a rulerTasks for the teacher:create conditions for students to develop practical skills in working with a ruler; organize learning activities in the classroom through collaboration with students; develop logical thinking, attention, and speech of students; cultivate individual activity, the ability to defend one’s position, and show initiative.Techniques, methods, teaching technologies used:activity method technology, ICTUsed forms of organizing students' cognitive activity:frontal, in pairs, individual.Equipment and main sources of information:PC, projector, presentation for the lesson. Textbook: A.L. Chekin “Mathematics 1st grade”, part 2. Workbook by O.A. Zakharov “Mathematics in questions and assignments” part 2.Predicted results: Subject:At the end of the lesson, students:know the algorithm for using a ruler;are able to measure the length of an object using a ruler and draw segments of a given length.Metasubject:R: are able to set learning objectives and formulate conclusions; adequately perceive the teacher’s assessment; make adjustments to actions after completionK: know how to work in pairs, express their opinions and argue their point of view; use speech to regulate one's actionsL: know how to cooperate with the teacher and peers; the ability to adequately self-assess, using the developed criteria P: construct speech statements orally, using mathematical terminology; make comparisons according to specified criteria; reason in the form of simple propositions

During the classes